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CHAPTER 1

The Problem and Its Setting

Introduction

People, especially teenagers, have long been captivated by the many movie series

with English subtitles and captivating narratives. Movies with English subtitles provide a

virtual world in which one can study and escape the actual world for a brief period of

time.

The binge-watching with subtitles in to English language creates a huge impact on

the lives of the Filipino people specifically, the K-Dramas movie series as it voyages

along with the years. Now, it enters a new portal that further enhances its scope to the

viewers – Netflix

The emergence of binge-watching in the Philippines may be traced back to the

pandemic years, which soon became a part of the Philippine local mainstream. Until

today, binge-watching with subtitles has influenced the country due to the ease with

which the words spoken in movie series, particularly K Dramas, can be understood.

People were influenced by carrying in terms of language, clothing, and food.

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Binge-watching with English subtitles has grown in popularity as a result of the

availability of streaming platforms. While its impact on reading comprehension is

multifaceted, it can help with the following listening and speaking skills: exposure to

spoken English with subtitles aids comprehension and pronunciation. Reading Skills

Subtitles reinforce vocabulary, syntax, and sentence structures, enhancing reading

abilities. Writing Skills Exposure to different writing styles and dialogue structures may

positively influence viewers' writing skills. Subtitles provide insights into cultural

nuances, idioms, and colloquialisms, promoting a deeper grasp of the English language

and its cultural context.

The rapid expansion of various movie series, such as K-dramas, has been seen on

various platforms and has generated widespread acclaim among spectators.

K-dramas were popular both domestically and internationally in the late twentieth

and early twenty-first centuries. The Korean Wave (Hallyu) was critical in popularizing

K-dramas and other forms of Korean entertainment around the world, with dramas like

"Winter Sonata" making a huge impact in the early 2000s.

Due to the global influence of the American film industry, Hollywood films have

long had a considerable presence in the Philippines. However, Filipino fans love a

diverse spectrum of overseas content, such as Korean dramas that have acquired

popularity in the country.

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Netflix, Inc. clearly pushed its way to the top of the sector as it quickly spread to

the Philippines' universal popularity. It has surpassed the internet streaming platform and

has become the dominant application in recent years. It has elevated the bar for television

viewing by making material available on-demand and on mobile devices all across the

world, allowing all subscribers limitless viewing.

As a result, large numbers of Netflix customers watched back-to-back episodes,

consuming a whole season in only a few days..

The entertainment quickly turns into an all-you-can-eat buffet. Call it the Netflix

effect, as an increasing number of enterprises are adopting the popular streaming

provider's approach for movie and TV show content. offering hundreds or thousands of

titles on demand for a monthly subscription fee and adapting them to various forms of

media such as music, radio, newspapers, magazines, books, comics, and audiobooks.

Netflix promotes its service as a subscription-based streaming package that allows

consumers to watch TV shows and movies on an internet-connected device without ads.

Subscribers may also extend their viewing enjoyment by downloading TV series and

movies directly to their iOS, Android, or Windows 10 device and watching them without

an online connection.

Netflix is an internet streaming service that caters to people of all ages and

socioeconomic backgrounds, and anime is one of the successful genres that has

captivated the attention of its fans regardless of age or socioeconomic level. Generation

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X, also known as the baby boomers, is the age cohort born before the 1980s; Generation

Y, also known as the millennial generation, is born between 1984 and 1996; and

Generation Z, also known as Gen Z, was born after 1997 and continues to this day. All of

the generations listed are obsessed with K-drama movie series and use Netflix as their

viewing platform.

Generations X, Y, and Z are watching trending K dramas episodes on Netflix,

and they feel full and satisfied when they finish multiple episodes or seasons in one

sitting. They are viewing their favorite movie series in order to stay current and

acceptable with a certain group of individuals, whether in the real world or in a virtual

setting. Watching K dramas movie series on Netflix also helps to increase viewers' self-

esteem and keeps them up to date on the latest social media trends. Viewers spend hours

viewing their favorite movie series on Netflix, making watching K dramas movie series

a passion.

To build on this, the rich Korean traditional cultures that the country gained during the

three-country occupation grew even more. Adapting the food, language, dress, and now

K-dramas movie series create a big place for Koreans culture to be recognized

The Philippine media sector has been dominated for years by K dramas A

variety of Korean drama film series were aired on television, the internet, and even

Netflix at one point. In the Philippines, the movie series' renown grew more quickly due

to its distinctive and eye-catching qualities, eventually assimilating into the local

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customs. Korean drama film series offer a variety of genres, much like other productions.

Any age group can enjoy watching K dramas films; it can be about sports, history,

romance, fantasy, or any other popular genre that captures the attention of

viewers.Hollywood, Korean dramas, and Thai film series are distinguished from other

Netflix tele dramas by this factor. Even though there are hundreds of episodes, because of

their novelty, viewers take the time to watch them all..

Furthermore, people watched longer Netflix shows on K-dramas movies amid the

lockdown brought on by the global disease known as the disease. People watch a variety

of movies on Netflix, including K-dramas, as a form of enjoyment due to the rules and

regulations. Netflix customers have more time to watch movies because of the lockdown,

even if the movies in the three countries are already well-known. This leads to a full-

blown takeover. The most difficult thing about binge-watching Netflix during the

pandemic, according to some, is the "one more episode" syndrome.

The way that people enjoy watching movies and television shows has evolved

thanks to services like Netflix that stream videos. Netflix is most generally linked with

watching episodes, but less is known about its potential to support second language

acquisition (L2). It's feasible that consuming anime on Netflix can act as a conduit for

fresh information gained from unofficial encounters and applied in formal settings.

Language acquisition only takes place when students receive thorough, intelligible input.

Additionally, students will only learn something if the input is more difficult than they

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can already speak. Numerous variables, including age, environment, and style of

instruction, influence how quickly and effectively people pick up new languages.

Nevertheless, despite all of these variations, people learn languages more effectively if

they find the process enjoyable (Efficacy of Netflix as a Language Learning Tool, 2019).

However, being able to speak in a language requires having a large vocabulary. If

one's vocabulary and level of knowledge are insufficient to provide improved reading

comprehension, one cannot perform or employ the four language talents of speaking,

listening, reading, writing, and viewing. Teachers typically taught vocabulary by giving

their students a list of terms to remember. But because it doesn't give context for

language usage, this approach isn't simply simple—it is also ineffective.A more engaging

and successful approach to language acquisition through formal and informal practices

may come from watching Korean films with English subtitles.

Tens of thousands of people have downloaded Language Learning With Netflix

(LLN), a tool that lets users watch foreign language shows with subtitles in both the

original language and English. It also pauses automatically to give the learner time to

process what they have just heard.

Language learners are using Netflix for more than just entertainment. As

evidenced by the creation of several online resources to support language study, such as

Lindsay Dow's "Ultimate Guide to Netflix for Language Learning" and the Chrome

extension "Language Learning with Netflix," which adds additional language features,

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language learners are also considering how to get the most out of their viewing

experiences. Therefore, when using a video streaming service to watch English-language

movies with subtitles, such as Learning Language with Netflix on K-drama movies, one

can easily navigate to subtitles, which can act as a training ground for learners to study

and advance the reading comprehensio. (L2).

Language learners are increasingly watching TV shows on their own volition,

outside of the official educational setting, as English-subtitled videos are now freely

available for viewers to access through Netflix and other video streaming sites. In the

mainstream media or on learner blogs, casual language learners often share their

experiences and offer advice for informal viewing.

Dizon (2018) studied the informal viewers' behavior through a survey study. After

receiving a rudimentary training session and access to a Netflix account, pupils were not

provided any instructions on how to use the video streaming service to watch movies or

TV shows. Dizon discovered that students valued having access to L2 knowledge,

particularly input in language and pragmatics. Participants said that using subtitles

improved the effectiveness of their learning and that watching Netflix in their L2

increased their motivation to study the language. The only drawback that was brought up

was the inconvenience caused by mobile data fees and limitations.

When L2 is removed from the classroom, learners begin to interact with L2

materials on their own terms and incorporate them into their daily lives and language use.

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On the other hand, informal learning is always self-initiated, embedded in the learner's

own context, and frequently the outcome or by-product of an activity motivated by an

interest.

Those who watch Netflix programs or films dubbed in the languages of Korean

can gain knowledge and insight into the languages and cultures of these three groups.

People can use subtitles to enhance their reaidng comprehens while engaging in informal

activities like viewing television shows for enjoyment. They will be more motivated to

learn the five macro-skills as a result of this. The fact that every Korean drama film has

the potential to depict several national cultures makes this even more advantageous for

the students. Additionally, students find it interesting to learn about different cultures and

languages.

Netflix might not be regarded by learners as a useful tool for distant learning,

though. Williams (2018) asserted that viewing foreign language television shows and

movies on Netflix, such as K-dramas may not enhance listening comprehension when

used in conjunction with The Ultimate Guide to Netflix for reading comprehension.

Based on the emotions of the characters or changes in the surroundings, learners can infer

the language or storyline. Likewise, it ought not to be the exclusive method of acquiring a

language; learners should also enhance their comprehension. It might exclude listening to

protracted speeches in a foreign language without having a firm grasp of the

fundamentals. Even if they are dubbed or subtitled into English, they could not work at

all..

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To practice their reading comprehension and have conversations, language

learners need language teachers. This study found that watching Korean films on Netflix

with English subtitles is essentially a passive activity that only involves hearing without

comprehension. On the other side, gender and cultural stereotypes can be harmful and

untrue.

Conversely, it's also possible that long-term exposure to K-dramas movies on

Netflix with English subtitles has had a positive informal experience and will increase

learners' willingness to engage in formal practice the reading comprehension. The ability

to select the movie series they wanted to watch based on their own interests, pace, and

preferences also increased learners' motivation to immerse themselves in the language

and rekindle their love of English . K drama films can also be the kind of series that help

students improve their social skills by igniting conversations. Additionally, watching

English-subtitled Korean drama films on Netflix can help pupils develop their critical

thinking and reading comprehension

According to the researcher, watching Korean movies on Netflix informally with

friends or family or while feeling ecstatic in front of a device can result in life-changing

educational experiences. The researchers' strong conclusion—based on a large body of

multidisciplinary research and academic writing—is that Netflix movie series can

enhance five macro-skills through intra-formal instruction.

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Thus, the researcher will attempt to look into how watching Korean movies on

Netflix with English subtitles affects the learners' ability to improve reading

comprehension. It's time to introduce formal learning models that take learner initiatives

into account as English language learners experience the delights of entertainment-based

reading comprehension practices and engage with them with a sense of agency. Finally,

after examining the group's living language, it might open the door to improving the

reading comprehension idea.

Theoretical Framework

Using movies from , Korean dramas can give a language's vocabulary authenticity

and variety. When students watch Korean dramas with subtitles to the English-language ,

they are exposed to real-world settings and situations in which English is utilized outside

of the classroom. This is especially true of interactive vocabulary. Students are also

exposed to everyday speech patterns and natural expressions, particularly if they do not

reside in an English-speaking environment.

Theoretically speaking Media Richness Theory, developed by Richard L. Daft

and Robert H. Lengel, explores how different communication media vary in their ability

to convey information effectively. The theory suggests that communication channels

differ in their ability to convey rich information. Richness is determined by factors such

as the ability to handle multiple cues simultaneously, immediate feedback, and the

personalization of the message.According to the theory, face-to-face communication is

the richest medium because it allows for immediate feedback, non-verbal cues (like body

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language and tone), and clarification of messages in real-time. On the other hand, lean

media, like emails or memos, offer less richness because they lack these immediate

feedback and non-verbal cues.Organizations often choose communication channels based

on the richness required for the specific message. For instance, complex or ambiguous

messages might benefit from richer communication mediums.

s. Media Richness Theory essentially suggests that different communication

methods vary in their ability to effectively convey information. It's based on the idea that

some communication channels can handle and transmit more complex and nuanced

information than others. The theory ranks communication channels on a spectrum from

rich to lean based on their capacity for immediate feedback, use of multiple cues (such as

body language and tone), and personalization of the message.Rich communication

channels, like face-to-face conversations or video conferencing, allow for real-time

interaction, immediate clarification, and the exchange of non-verbal cues, making them

suitable for complex or ambiguous messages. In contrast, lean channels, such as emails or

formal reports, lack these features and are better suited for simpler, more straightforward

information transfer. Organizations often select communication channels based on the

richness required to effectively convey a particular message or information.

Conceptual Framework

With the increasing number of students in educational settings using Netflix to

enhance their reading comprehension, new pedagogical approaches are required to

support students in making the most of these resources for their reading comprehensions.

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Alm's (2021) phenomenological study will serve as the primary foundation for

our investigation. Two of his research on Netflix are known to exist, which open up a

more expansive premise for this investigation. Piloting of intra-formal learning was

presented in Alm's (2019) earlier research. It examined the notion of using Netflix as a

tool for in-depth listening in a language class at the intermediate level and suggests the

idea of intra-formal language learning as a framework for instruction. His 2019 study's

conclusions demonstrated that participants' propensity to partake in extensive outside-of-

class listening was positively impacted by their prior, informal exposure to Netflix

episodes. The reading comprehension that followed were positively impacted by the

formal learning environment.-series watching

Alm presents the idea of intra-formal learning in 2021. The study demonstrated

how to build on approaches to extended learning (in reading, writing, listening, and

viewing) and suggests that learners should be encouraged to use informal learning

experiences to extend learning opportunities in formal settings rather than extending

formal learning into personal learning spaces.

Furthermore, his research on enhancing the reading comprehension observing has

demonstrated that the guidelines set forth for comprehensive learning are also applicable

to self-directed learning inside an official setting. Allowing learner-viewers to choose the

subtitles for English language episodes that spoke to their own interests piqued their

curiosity and helped them form routines that led to regular viewings and reading of the

subtitles. Because language resources like subtitles were available, learners were

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encouraged to investigate learning aspects that suited their reading comprehension level

and learning emphasis.

According to Alm (2021), learner-extensive learning is shown through the

bottom-up strategy. It can be observed that learners are more likely to develop effective

of reading comprehension abilities if they are provided with a varied learning

environment, opportunities for frequent involvement, and linguistic support. Only a small

portion of the linguistic features were used by participants in the study who had

previously watched informal content with English subtitles.

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INDEPENDENT
VARIABLES

DEPENDENT
SOCIO-DEMOGRAPHIC VARIABLES
PROFILE

 Age
 Sex
 Year level Improving reading
 Family monthly comprehension on
income
Netflix Korean drama
watching in terms of
proficiency:

 Vocabulary
 Grammar
 Comprehension
WATCHINGB HABITS  Reading

 No. of hours of
watching with
English subtitles

Figure 1: Research Paradigm

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Figure 1 shows the research paradigm of this study. The purpose of this study is to

evaluate second-year BEEd students' reading comprehension learning on watching

Korean drama with English subtitles. The researchers will collect data from respondents

in order to assess the relationship of the respondents' socio-demographic profile,

including the number of hours, on the reading comprehension learning of second-year

BEEd students through watching Korean drama with English subtitles on Netflix in terms

of proficiency: vocabulary, gramm0ar, comprehension, and reading.

Statement of the Problem

This study examined the reading comprehension of NEUST-MGT students. The

consequences of watching K Dramas Movie series on Netflix can lead to the

development of reading comprehension. As a result of this research, a new hypothesis of

reading comprehension can be established. In particular, this paper answered the

following questions:

1. How may the profile of the respondents may be describe in terms of:

1.1. Age;

1.2. Sex;

1.3. Monthly income and0

1.4. No. of hours of watching Korean drama.

2. How may the percieved impact of binge wathcing to reading comprehsension be describe

in terms of:

2.1. Vocabulary;

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2.2. Grammar;

2.3. Comprehension and

2.4. Reading.

3. Is there significant relationship between the profile of the respondents and the impact of

binge watching with subtitle to reading comprehension?.

Statement of the Hypothesis

There is no significant relationship between the demographic profile of the respondents

and the impacts of binge-watching with English subtitles on Netflix on intra-formal

language learning in terms of competency.

Null Hypothesis

There is significant relationship between the demographic profile of the respondents and

the impacts of binge-watching with English subtitles on Netflix on intra-formal language

learning in terms of competency.

Significance of the Study

This study aims to determine the effects of binge-watching with subtitles into

English Language through Netflix on the improvement of reading comprehenion of

students in NEUST-MGT. Benefiting the study are the various sectors as follows:

Netflix's principal goal is not to assist people in learning languages; instead, they

began dubbing international series in English, which discourages people from learning

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those languages. The findings of this study could lead to the addition of a new unique

function for language learning to a more advanced version of this streaming service,

which could lead to an increase in member numbers. Netflix has the potential to be an

effective learning platform at all levels for improving the reading comprehension . As a

result, watching Netflix might be more than just an entertainment service, but also a

service with a purpose..

Many people believe that watching videos and films, with or without instructional

content, is a good strategy to strengthen the reading comprehension abilities. Teachers

can use watching movies with subtitles in English on Netflix to improve reading

comprehension and listening abilities because the language is spoken with real-world

accents. It can also assist students in learning vocabulary and idiomatic phrases..

Improving the reading comprehension has evolved dramatically throughout the

years. Indeed, there are a growing number of studies available that indicate how kids'

brains passively gain reading comprehension while being exposed to media content. This

includes streaming movies or series on Netflix. In this study, learners who watch movie

series with English subtitles on Netflix may admit that they are unaware that they are

learning the English language while doing so. It is feasible that non-formal experiences,

such as watching Korean movie series on Netflix will contribute to improvements in the

reading comprehension.

The study's findings benefit neither current nor future researchers. This work may

serve as one of the foundations for the development of a new learning theory.

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Scope and Delimitations

This investigation uncovered educational shifts in today's internet age. This article

investigates binge-watching with English subtitles. This researcher believes that new

theories and instructional approaches will emerge over time that embrace distinctive

viewing behaviors like as Netflix

The assessment was especially concerned with the effects of binge-watching with

English subtitles on Netflix among Filipino young people, specifically NEUST-MGT

college students. The study is focused with how binge-watching with English subtitles

affects the students reading comprehension.

This project's official conduct will be limited to Pag-asa District Talavera, Nueva Ecija,

during the first semester of the academic year 2023-2024, and it will be completed during

the second semester of the same academic year.

Definition of Terms

For the reader's benefit, the following terminology have been defined both

theoretically and operationally:

Binge-watching on Netflix

The name "Netflix" is a wordplay. Lang (2014) presents a detailed explanation

behind the name Netflix. The term "Net" is derived from "Internet," and "Flix" is a

shortened version of "flicks," which is another word for "movies."

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With a Netflix subscription, consumers may watch movies and TV series on any

internet-connected device without interruption from advertisements. The act of watching

Netflix for an extended period of time to consume entertainment or information is

referred to as binge-watching with subtitles into English in this study.

Reading Comprehension

The ability to grasp, interpret, and derive meaning from written text is referred to

as reading comprehension. It entails a number of cognitive processes, including as

decoding words, comprehending terminology, comprehending the structure and

arrangement of sentences and paragraphs, and drawing conclusions based on the

information offered in the text. Effective reading comprehension entails actively

engaging with the text to comprehend its meaning, rather than simply identifying words

on a page. This process frequently includes literal comprehension: grasping the text's

explicit material, such as facts, details, and occurrences. Inferential comprehension is the

ability to draw logical conclusions and make predictions based on implicit information or

hints offered in the text. Critical comprehension is the ability to evaluate the text, analyze

the author's point of view, and establish one's own opinions on the material.

Improving reading comprehension abilities is critical for academic achievement

and lifetime learning. It is a skill that is developed by practice, vocabulary expansion, and

exposure to a variety of books. Background information, cognitive talents, and reading

strategies all contribute to one's total reading comprehension competency.

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Bachelor of Elementary Education (BEEd)Students

A four-year curriculum that provides academic and appropriate preparation for

potential elementary school teachers in grades 1–6 through general education,

professional education, and specialization courses. The program finishes with a lengthy

teaching internship in several partnering schools, both public and private, local and

foreign, under the supervision of highly experienced professional instructors..

Researchers investigate the effects of binge-watching with subtitles into English

language in college students who take this type of course because students can now watch

their favorite TV shows across multiple platforms such as television, computers, laptops,

tablets, and mobile phones. Because such gadgets are mobile, students can watch TV

material from anyplace, without being confined by space. College students' intentions to

spend more time binge watching are favorably associated with the availability of movie

series across media platforms such as Netflix

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CHAPTER II

REVIEW RELATED LITERATURE

Reading

Effective reading entails a combination of speed and comprehension, requiring

concentration, intellectual curiosity, and visualization to bring words to life. Crucially, it

involves organizing and retaining ideas gained from the printed page. In the age-old

belief that reading imparts wisdom, meaning, and vibrancy, Agbisit (2017) emphasizes its

pervasive influence on student success and adjustment in leaving. Beyond academia,

McKee (2013) contends that reading is not merely an intellectual experience but

encompasses appreciation, happiness, excitement, ambition, fear, action, and even illness

and hunger. The teacher's goal is to guide students in understanding and enjoying what

they read, achieved through carefully developed lessons enriched by materials chosen by

the teacher.

Reading Comprehension

In alignment with Fry's insights from 2014, comprehension stands out as the

linchpin of reading, centering on unraveling the intricacies of an author's thoughts.

Attaining an accuracy range of 70-80 percent in multiple-choice questions aligns with the

norm, while the prospect of scoring 90-100 percent may suggest a pace too deliberate for

the specific exercises within the course, warranting a need for acceleration. Conversely, a

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comprehension score dipping below 70 percent signifies a deficiency, urging a concerted

effort towards enhancement.

Building on this perspective, as articulated by Santos in 2013, the act of

identifying words on a page transcends beyond the rudimentary definition of a successful

reader. True readers, as Santos posits, emerge when words metamorphose into profound

thoughts and ideas. Comprehension, then, becomes the acumen to fathom these intricate

musings, with the practical application of gleaned knowledge culminating in triumphant

conclusions.

The metaphorical parallel drawn by the narrative likens comprehension to

embarking on a globetrotting expedition without the encumbrance of packing a suitcase.

Reading, in this analogy, assumes the role of an escape, transporting individuals beyond

the confines of their immediate existence. It emerges as the definitive ticket, not only to

determine one's future but also to reconcile with one's past. A cautionary directive

discourages passive reading—reading devoid of purpose or contemplation.

Instead, the narrative advocates for an active and efficacious approach to reading,

epitomized by comprehension regulation. This deliberate methodology entails a

conscious orchestration of the reading process, leveraging preconceived strategies to

navigate and decipher textual complexities. It extends beyond mere consumption,

providing a framework of expectations and a repertoire of techniques to surmount

challenges encountered during the reading journey.

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In essence, the narrative encapsulates a nuanced perspective on reading, weaving together

the scholarly viewpoints of Fry and Santos from the years 2014 and 2013, respectively.

Correlates of Comprehension

The comparison of students' reading comprehension in various research studies

underscores the significance of academic achievement and failure. Marasigan (2013)

conducted a study exploring the impact of selection types and students' mental capacities

on comprehension, encompassing information retention, inferential skills, and

identification of main ideas. Results indicated that comprehension is influenced by both

selection types and mental capacity, with respondents excelling in recognizing specifics

but facing challenges in making inferences and grasping main ideas.

In a separate investigation conducted at Mindanao State University Sulu Senior

High School, this research aimed to identify factors influencing students' reading

comprehension difficulties within the framework of modular distance learning. The study

delved into understanding reading comprehension and the modular distance learning

approach, categorizing students by strand to gauge perceived difficulty levels during

modular distance learning. The findings highlighted reading comprehension as the

students' ability to analyze, decode, integrate prior knowledge, interpret, and comprehend

content and contexts.

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The research extensively detailed various teaching tactics for reading

comprehension and strategies applicable during modular learning approaches,

emphasizing the use of modular distance learning as an alternative approach with self-

learning modules. Internal and external factors were identified as contributors to students'

reading comprehension challenges in modular distance learning. Notably, students found

it challenging to assess their reading comprehension difficulty levels in this approach.

However, the study revealed no significant difference in perceived reading

comprehension difficulty levels among students using the modular distance learning

approach, leading to the acceptance of the null hypothesis.

Data generation, utilizing the Department of Education's recommended

curriculum, involved modified multiple intelligences inventory instruments and written

passages. Analysis using weighted mean, standard deviation, and chi-square indicated

that students, irrespective of circumstances, exhibited learning across all facets of their

intelligence. This was particularly noteworthy, affirming the understanding that

individuals possess diverse learning intelligences.

Factors Influencing Students Reading Comprehension

This study scrutinized the factors impacting the reading comprehension of 264

students across three selected schools in the Tanza Cavite District. Results unveiled that

the majority of learners operated within the instructional level of reading comprehension.

The parent, home, teacher, and learner factors demonstrated a moderate degree of

association with the learners' reading comprehension level. Specifically, the parent factor

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exhibited a weak association, while home, teacher, and learner factors displayed a

negligible association. Importantly, all considered factors significantly influenced

learners' reading comprehension. Consequently, the researcher advocates for

Reading/English teachers and school managers to expose students to a diverse range of

reading materials, aiming to positively impact their reading comprehension. Additionally,

external stakeholders should be informed about the relevance of reading activities both at

school and home to foster holistic development.

Furthermore, this research investigated the factors influencing students' reading

comprehension difficulties within the context of the modular distance learning approach

at Mindanao State University Sulu Senior High School. The study sought to comprehend

reading comprehension and the modular distance learning approach. When students were

categorized by strand, it delineated the perceived degree of reading comprehension

difficulty during modular distance learning. The findings underscored reading

comprehension as students' ability to analyze, decode, integrate prior knowledge,

interpret, and comprehend words, sentences, or compositions, especially in terms of

content and context.

The research also brought to light the impact of both internal and external factors

on students' reading comprehension challenges in the realm of modular distance learning.

Students expressed the difficulty of gauging their reading comprehension levels during

this approach. The study recommended that school administrators should initiate timely

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training, seminars, and workshops, addressing various strategies to assist faculty

members in enhancing students' reading comprehension.

Level of Reading Performance

Furthermore, educators usually rely on the reading proficiency of the students in

their classroom. If children are still struggling with reading comprehension, they cannot

move on to the next level of reading performance. In her study, Villaflor (2013) focused

at the reading proficiency of Northern Philippines University's first-year college teacher

education students during the academic year 1992-1993. Her key findings suggested that

the first-year pupils' reading comprehension was excellent. On the other hand, their level

of reading ability was good in terms of understanding the paragraph's main point and

reaching a conclusion. She emphasizes that there is no connection between a student's

ability to read comprehension and sex, their parents' educational level, or books they read

at home.

The comprehension level of students is increased by implementing the related pre

reading activities as the empirical association between student engagements and reading

comprehension level due to the practice of related pre-reading activities is proved. Thus,

these activities improve the level of engagement among the EFL students, which

eventually increases their level of reading comprehension. These findings are

consistent with the research.

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According to a study by Abdelhalim (2017) students' comprehension levels rise

when they are given pre-reading exercises that increase their degree of involvement and

encourage critical thought and text comprehension

Importance of Teaching Reading

Teaching reading is similar to a reflection of students' life experiences, fostering

social interaction, and forming the foundation of education. According to Sibayan's study

in 2015, reading instruction is deemed crucial, asserting that students grappling with

reading difficulties may encounter academic challenges throughout their lives. The

inability to read proficiently significantly contributes to academic failures. To address

this, teachers are encouraged to employ diverse reading resources that nurture students'

growth and development, fostering a greater appreciation for reading. Additionally, at

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Philippine education, with educators employing varied approaches to cater to diverse

learning styles and understanding levels.

This study aims to explore how differentiated instruction can be effectively

utilized to teach reading and enhance comprehension in early education. Four

differentiated instructional strategies for guided reading—detail notation, event

sequencing, grasping the main idea, and predicting outcomes—are examined. The

research also delves into identifying various intelligence profiles and their correlation

with students' reading comprehension performance. The pedagogical implications of the

findings underscore the need for educators to innovate, integrating enriched reading

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activities and differentiated instructions to bolster learners' competence in basic reading

comprehension. Despite diverse learning styles, the study reveals shared learning

contexts among students, emphasizing that teachers must acknowledge and accommodate

the individualized versions of learning.

Poor Reading Ability

In numerous instances, the inability to read effectively in class leads to academic

setbacks, intertwining with several factors influencing the reading capabilities of school

children. Based on Adler's research in 2015, both young boys and girls engage in

minimal reading, exhibiting a low level of reading proficiency both within and beyond

the school environment. Compounding the issue, students frequently neglect their books

outside of class.

This reading behavior significantly contributes to a dislike for reading among

many students, impacting their prospects for a lifetime of learning through reading post-

graduation. Consequently, they emerge as less viable candidates for further education,

actively avoiding it whenever possible.

Low Level of Comprehension

The introduction of a remedial program targeting students with low reading

comprehension levels has proven effective in enhancing their reading performance. Some

schools have incorporated lecture classes as part of this initiative to elevate reading

comprehension and skills in English classes. Former DepEd Secretary, Honorable

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Andrew Gonzales, astutely observed that a prevalent issue in Philippine education is its

inclination to anticipate failure rather than success. This is evident not only in dropout

rates but also in the prevalence of non-readers among the student population, particularly

in the fourth year of high school within an English-taught educational system.

Many proficient readers, however, face challenges comprehending irrelevant

material and tend to rely on memorization. To address this, reading materials should align

with students' needs and skills to foster engagement. Current research reports indicate a

low level of reading comprehension among today's children, with insufficient efforts

made to aid their understanding.

Teachers are entrusted with the responsibility to leverage communication for

transforming learning into meaningful activities, emphasizing the need for a heightened

focus on shaping minds and reshaping learning habits within the language realm. Olboc

(2016) contends that subject-matter teachers can play a pivotal role in assisting struggling

readers to comprehend assignments, thereby fostering their reading skills. For

administrators, teachers, and reading specialists, offering teaching and reading assistance

to remedial readers is crucial.

Hamouda (2013) highlights a critical issue where learners face challenges in

listening comprehension due to the predominant emphasis on grammar, reading, and

vocabulary in universities. Listening and speaking skills, often overlooked, should be

integral components of instructional approaches. Whether it involves basic, functional,

customized, critical and creative, recreational, or remedial reading instruction, allocating

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quality time and focused attention is imperative to address the challenges in the English

program.

Reading Strategy

Addressing global concerns about adolescents' weak reading skills, educators are

urged to incorporate reading comprehension education across various subjects. To

enhance the effective utilization of reading comprehension strategies in schools, teachers

across disciplines need access to graphic organizers and writing activities. Further

research recommendations include exploring methods to improve collaboration between

special education and general education teachers. This aims to establish consistency in

their strategies when working with students with learning disabilities in settings like

resource rooms and general classrooms. Additionally, a quantitative study is proposed to

investigate the effective reading strategies employed by special education teachers to

enhance students' reading comprehension.

Assessment of Reading Comprehension

The ability to comprehend reading is a fundamental prerequisite for students entering

universities, colleges, or embarking on careers in various industries. Consequently, it is crucial

for teachers to offer ample opportunities by providing access to diverse and practical reading

materials. This approach not only fosters the development of students' reading habits but also

enhances their reading techniques. Presently, students face challenges in comprehending texts,

and reading comprehension is considered the core and objective of reading, aiming to extract

meaning from the text. While many students can read a text fluently, they often struggle to

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grasp its significance. The study examines the levels of reading comprehension among grade 11

students in the General Buting Senior High School Academic Strand, with the ultimate goal of

creating a context-appropriate teaching tool within the K-12 framework.

Improving Reading Comprehension

Much like Browndefines it as offering guidance or assistance, aiding in the

learning process, giving directions, and facilitating the study of a subject, teaching

involves guiding and facilitating learning. It creates conditions for education, allowing

learners to acquire knowledge, skills, and attitudes. Essentially, instructing serves as a

means to empower individuals to enhance their concepts and skills, fostering a deeper

understanding and knowledge. Teaching is intricately intertwined with education,

grounded in an understanding of how students learn, influencing teaching styles,

techniques, and strategies to align with students' learning needs.

Comprehension skills encompass the strategies readers employ to extract

information and derive meaning from a given text. These cognitive processes can be

broken down into distinct, easily comprehensible steps and should be explicitly taught.

Three categories of comprehension skills—pre-reading, during reading, and post-reading

—are identified. Teaching reading comprehension involves the teacher guiding and

fostering learning, providing opportunities for learners to grasp concepts and conditions

for effective learning. To offer guidance, teachers must motivate students to engage in

various tasks that enhance their knowledge.

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Teacher researchers aimed to elevate reading comprehension by leveraging

higher-order thinking abilities such as inference, prediction, making connections, asking

questions, and summarizing in their classrooms. This approach aligns with the idea of

modeling the practices advocated earlier.

Level of Reading Comprehension

Aligned with the primary program of the Department of Education (DepEd), the

"Every Child a Reader Program" (ECARP) established in 2004, the Phil-IRI Program

adheres to the Department's Bureau of Learning Delivery. The revision of Phil-IRI was

initiated in early 2013 before the implementation of the K-12 Curriculum. To fortify the

program, it was mandated for execution in all public schools nationwide, directly

addressing the objective of nurturing Filipino children to become proficient readers and

writers at their grade level. The program achieves this by identifying their challenges and

assessing their reading skills.

In 2018, the Revised Phil-IRI was introduced at the secondary level, specifically

targeting grade 7, to combat the rising issue of non-readers in both Filipino and English.

DepEd Order No. 14 (2018), titled "Implementing Guidelines on the Administration of

Philippine Informal Reading Inventory (Phil-IRI)," explicitly outlines the Department's

commitment to improving literacy. The overarching goal is to deliver effective reading

instruction, empowering Filipino children to express themselves proficiently in both

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Filipino and English languages. The informal reading inventory serves as a classroom-

based tool, measuring and gauging students' reading performance levels.

Regarding policy implementation, DepEd Order No. 14 (2018) provides detailed

guidelines for the Phil-IRI in Grades 3 to 6, spanning both elementary and secondary

levels nationwide. It delineates responsibilities for dissemination across all levels of

school governance and underscores the utilization of the tool in the educational process.

Definition of Reading

Gillaco (2014) asserts that being literate or having received an education is

commonly associated with the ability to read and write. Furthermore, it is universally

recognized that reading significantly contributes to an individual's overall development.

The foundation of all academic learning rests on the skill of reading. Rico (2021)

emphasizes that a person's capability to read, write, and comprehend numbers is pivotal

for a child's academic and future achievements.

Reading for Personal Growth

Children require systematic assistance in becoming proficient readers because

their brains aren't naturally designed for reading, as suggested by research. Children with

weak literacy skills at birth may persist in having subpar reading abilities, necessitating

reading teachers to be adequately prepared to impart these skills (Talili, 2015). Schools

often encounter challenging situations in addressing the needs of students not meeting

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grade-level expectations and providing support services to bridge performance gaps

(Cimmiyotti, 2013).

According to Talili (2013), learners should be introduced to reading at an early

age to prevent low reading skills. This study aims to illustrate why exposing children to

reading is crucial, with researchers guiding the collection of data to demonstrate that poor

reading skills often stem from a lack of immediate exposure, resource constraints, and

challenges faced by learners as they read.

As students enter elementary school, they typically acquire reading skills during

their developmental phase, comprehending text. However, despite some students learning

to read, they may struggle with fluency and comprehension (Bagolong et al., 2021).

Reading is identified as one of the most challenging cognitive activities for humans,

involving the process of extracting meaning from text. The ability to read significantly

influences students' academic success and ongoing personal growth (Reed et al., 2017).

According to Bagolong and Usop (2017), learners who attend school may know

how to read, but they may encounter difficulties comprehending text. In response, the

researchers propose a Reading Program to assist learners struggling with text

comprehension, aiming to enhance their confidence and academic performance when

reading and comprehending text effectively.

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Reading as Ability

Reading proficiency is a fundamental aspect of early development, essential for

students to successfully engage in various tasks like writing (Irdamuni, 2022). For

students with significant cognitive disabilities, fostering a meaningful and interactive

reading experience through adapted books becomes vital (Allen, 2020). Reading skills

are paramount for success, and learners facing challenges in this area need attention. This

study aims to identify intermediate-grade learners' reading abilities and address the issues

affecting their skills.

In the realm of reading, the text itself acts as the central element, varying in

purpose, linguistic features, and coherence (Halliday & Hasan, 2014). Cohesion,

representing the link between phrases and sentences, is vital for clarity, especially in

high-cohesion texts that compensate for readers' background knowledge limitations.

Ankrum et al. (2017) highlight the daily connection between reading and

understanding text, underscoring its greater significance in an educational setting.

Reading skills are foundational for education, influencing the complete personality

development of the reader. Developing decoding skills is crucial for students to become

proficient and skilled readers (Iheakanwa et al., 2021). The capacity to read is not only

essential for academic success but also integral to functioning effectively in various

aspects of life.

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Significance of Reading

Reading holds significant advantages, expanding perspectives and knowledge

(Rachmadtullah, 2018). Early exposure to reading is crucial for children's skills needed to

navigate the real world (Hahnel et al., 2016). Unfortunately, many learners today,

especially in intermediate grades, exhibit low reading skills due to factors like laziness

and lack of interest (Hahnel, et al., 2016). To address this, the researchers initiated a

reading program aimed at assessing and tackling challenges faced by intermediate grade

learners with low reading skills.

Davis (2016) emphasizes that reading is a vital skill for functional literacy in

today's workplace, contributing to personal growth and societal contribution. Tado (2019)

stresses the importance of spending significant time on reading in all scholastic

endeavors, regardless of academic standing. This study aligns with these perspectives,

aiming to improve learners' skills and comprehension through a reading program.

Inding (2021) highlights the Department of Education's initiatives, including the Every

Child A Reader Program (ECARP) and the Philippine Informal Reading Inventory (Phil-

IRI), to enhance students' reading abilities. Despite these efforts, statistics show persistent

challenges in students' reading comprehension. The study examines the effectiveness of

these programs and provides insights for ongoing professional development.

Reading proficiency is fundamental for personal and economic growth (Dawson,

2018). The researchers explore the relationship between parental involvement,

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demographic factors, and learners' reading ability. The study delves into questions about

the impact of parents' occupation and highest educational attainment on learners' reading

skills.

Effective reading techniques are essential for improving comprehension abilities

(Gilakjan & Sabouri, 2016). Chen (2018) emphasizes that reading proficiency

significantly influences academic success and personal growth. The study investigates

various reading methods, comprehension strategies, and their impact on learners' abilities.

Exposure to reading positively impacts cognitive development, but empirical data

on reading time's specific impact is limited (Kalil, 2018). Reading culture and parental

involvement play crucial roles in a child's early education (Akindele, 2012). The study

explores the impact of home settings, parental attitudes, and literacy-related activities on

children's reading abilities.

Olivar (2014) underscores that students learn, gain knowledge, and acquire new

abilities through reading in various contexts. The study assesses the reading ability of

intermediate-grade learners to spark interest in reading and foster skill development.

Reading as Education

Creating a conducive reading environment where students feel comfortable

expressing themselves is crucial. Tailoring materials to their skills and interests,

collaborating with teachers and families on reading programs, and establishing a long-

term educational foundation are essential. It's advisable to set low expectations initially

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and gradually raise them, ensuring ongoing teacher and family support. Strategy-based

programs, executed collaboratively, prove effective in helping students overcome reading

challenges.

Children's reading abilities significantly impact academic success and

performance across subjects. Early reading instruction is vital for fostering reading

development, as skills acquired in early grades lay the foundation for more advanced

ones. Mwoma (2017) emphasizes that if reading difficulties persist, assessing word

recognition and exploring factors like motivation or lifestyle is essential. Questionnaires

for teachers and parents aid in identifying barriers to reading, allowing early intervention

and skill development.

Reading ability enhances academic performance, providing access to the

curriculum and improving language and communication skills (Nord Anglia Education

School, 2017).

Assessment in Reading

Understanding and evaluating reading skills is inherently tied to an educational

context. The saying goes, "While children learn to read, teenagers read to learn"

(Mcloughlin, 2021). Madani (2016) emphasizes assessment as a crucial pedagogical

technique in teaching and learning. It involves various tools and strategies applied in

classrooms to effectively help teachers comprehend their students' skills and needs.

Linden's (2014) research reveals that a short-term (31-day) reading program, providing

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age-appropriate material, training instructors, and supporting initial efforts, enhances

students' reading skills by 0.13 standard deviations. Three months later, the effect

remains at 0.06 standard deviations, possibly due to reduced focus on reading. The

curriculum also encourages independent reading at home, but there's no evidence that

improved reading skills translate to higher test scores in other subjects. In line with Habib

Madani, assessment emerges as a crucial tool for teachers to understand their students'

skills, strengths, and weaknesses. This study will utilize assessment methods to

accurately identify learners' reading skills and address persistent issues affecting their

productivity.

Importance of English in education

The English language plays a crucial role in facilitating communication and

serves as the primary language for studying various subjects globally (Spears, L. L.,

2018). This study aims to uncover the challenges students encounter in English

communication, considering its widespread use internationally. As English continues to

grow as an international language, particularly in literature and media, understanding

these challenges becomes essential for comprehending articles and fostering effective

communication skills (Spears, L. L., 2018).

Dr. Alonzo emphasizes the importance of viewing English as a means of

communication rather than a set of facts to be memorized, aligning with the Department

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of Education's focus on holistic English language learning in the K to 12 basic education

frameworks (Cabigon, 2016). In the Philippines, English language education often faces

hurdles like low academic performance due to factors such as poverty, insufficient school

facilities, qualified teachers, and limited learning resources (Madrunio et al., 2016). This

study aims to assist teachers in encouraging English language study, especially in the

context of communication.

Additionally, adopting a different perspective on language reveals English not

merely as a disruptive force but as a tool for Filipinos to exercise critical thinking and

express cultural/nationalist ideals. This re-envisioned English, shaped by Filipinos to suit

their needs, awaits institutional and social recognition as a legitimate form of discourse in

the Philippines. Critical linguistics, translated into English language education, focuses

on function and ideology alongside form and meaning. By identifying the challenges

students face, this research aims to pave the way for a method that facilitates teaching

English not just in terms of its meaning but also its function, empowering Filipinos with

an English language that collaborates with them rather than against them (Tupas, 2019).

Relevant Idea in Learning English Language

An increasing number of individuals are investing time in acquiring English as a

second language. Many countries incorporate English into their school curricula,

introducing children to the language at an early age. Whether someone is seeking

employment opportunities or planning global travels, proficiency in English can

significantly contribute to personal and professional advancement. Mastering English

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enables individuals to compete in the global job market, enhance their careers, and

connect with people from diverse backgrounds worldwide (British Study Centres, 2022).

Understanding and overcoming the challenges faced in learning English are crucial, as a

lack of English proficiency puts individuals at a disadvantage.

English stands out as the most widely spoken language globally, with nearly

every country using it for communication. It is spoken by nearly half of the world's

population, making it an indispensable language for native and non-native speakers alike.

Additionally, compared to many other languages, English is relatively straightforward to

learn. With only 26 alphabets forming words, and the incorporation of words from

various languages, English emerges as a language of accessibility and adaptability. Its

significance in technology and the internet underscores the need to grasp English, and it

facilitates tourism by fostering better understanding among people. Moreover, English

serves as the predominant language for international meetings (BYJUS, 2022).

Addressing the challenges in learning English is pivotal for individuals to effectively

communicate in diverse countries for work or leisure.

As highlighted by Abrejo et al. (2019), language, whether spoken or written, is a

complex phenomenon. In the era of globalization, the demand for teaching and learning

English has surged globally. This growing demand emphasizes the necessity for high-

quality language teaching materials and resources. Recent perspectives on language

learning underscore the importance of communication between users and language

learners. While students exhibit proficiency in language skills like vocabulary, grammar,

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and reading, research indicates a deficiency in their speaking skills. To address this,

teachers are encouraged to employ communicative language teaching methodology,

emphasizing the need to identify challenges students face to enhance teaching materials

and methods effectively.

Furthermore, the ubiquity of the English language has made it a crucial element of

societal interaction. It plays a significant role for individuals whose native language is not

English, requiring them to learn, understand, and speak English fluently for social

survival. English serves as a common language for communicating with people from

diverse regions and is studied universally. In various countries, students are compelled to

study and learn English, especially those intending to pursue education in foreign

countries (Adil, 2022). Recognizing the challenges students encounter while learning

English is imperative for improving their communication skills, considering English's

pivotal role as a common language for international communication.

English as a Medium of Instruction

English has been an integral part of educational curricula in the Philippines across

various academic programs. Despite significant changes in curricula over time, English

learning remains a vital element in educational frameworks. With the implementation of

K to 12, English is prominently featured in both Junior and Senior High School curricula.

Moreover, it serves as a medium of instruction in subjects like mathematics and science.

Filipinos are recognized as proficient English speakers (Sioco et al., 2018). However, the

widespread use of English as a medium of instruction, particularly from grade 4 to

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 43
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
43
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
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college, poses challenges for many children who struggle due to limited English

proficiency.

Presently, there is a global surge in the adoption of English Medium Instructions

(EMI) as an educational model in various educational levels. Despite this trend, the

educational implications for the multitude of students affected by this shift are not fully

understood. Top-down policies implementing EMI often overlook the potential

challenges associated with learning a second language (Macaro, 2018). This study aims

to explore the difficulties learners face in English due to its increasing role as a medium

of instruction.

Additionally, the methodology of the First Language Component-Bridging

Program (FLC-BP) emphasizes teaching reading, writing, and math concepts in the first

language. FLC-BP recognizes a child's cultural model of the world as a fundamental

principle, aiding in processing perceptual information, understanding concepts, and

forming new ones. Rather than relying on rote memorization, the program builds upon

existing knowledge and structures (Pamittan, 2013). Identifying English learning

challenges through this study will contribute to enhancing students' English language

skills, replacing outdated knowledge with new insights.

Consequently, Tagalog-English students demonstrated high proficiency in

speaking and reading, with moderate proficiency in writing. Ilokano-English students

exhibited average abilities in speaking, reading, and writing. However, relying solely on

English as a medium of instruction may not be the most effective approach for learning to

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 44
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
44
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

speak and use English successfully, contradicting some existing studies and literature.

This study remains open to various possible outcomes and insights derived from the

research (Pamittan, 2013).

Learning English language

The language learning skills of students encompass listening, speaking, reading,

and writing, each intricately connected and measured through grammar. These skills,

holding equal significance, complement each other as students progress from developing

listening skills to speaking, and from learning to read to mastering writing. A learner is

deemed to possess a well-rounded language competency when these four interpersonal

abilities are integrated (Apolonio, 2021). The primary focus of this study is to understand

how these four interpersonal abilities influence students' acquisition of English

competencies.

According to Linde (2019), assessing how students excel in class is crucial to

understanding their progression in language learning. As students acquire macro skills

during the language learning process, they may tailor these skills to suit their specific

needs. This suggests that students adapt their learning based on how teachers assess their

requirements. The study aims to ascertain whether students excelling in their classes are

more likely to excel in language learning, particularly in English competencies.

Additionally, amidst fluctuating language policies for basic and tertiary education

in the Philippines, which oscillate between preserving, promoting, and using students'

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 45
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
45
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

first and native languages and enhancing English as a Second Language, language

teachers face a dilemma. While language theories advocate teaching content courses in

students' native tongues, the Department of Education's language policy contradicts this.

Furthermore, English language courses focus on structure and form with Standard British

or American English as models, while the native Philippine Variety of English is actually

utilized. Despite many Filipinos growing up speaking English as their first language, the

variety they learn is native. The Philippines also attracts Asians eager to learn English

(EFL), resulting in the dissemination of the Philippine Variety of English rather than the

Inner Circle variety. Therefore, a reassessment of how English is taught and the standards

for evaluating students' performance is imperative (Florendo, 2012). Despite the Filipinos

being recognized as proficient English speakers and teachers, there are instances when

Filipino students encounter challenges in learning English competencies. Thus, the

researcher has developed a plan to investigate why some Filipinos find it challenging to

learn English.

Learning and acquiring English demand time, effort, and commitment under

optimal circumstances, going through distinct stages of language acquisition. However,

secondary and high school students, particularly those speaking other languages, often

lack sufficient time. The challenges encountered by these learners in the context of online

learning can be formidable. Consequently, these learners require effective strategies and

structured guidance (FONEBI, 2022). The study's purpose is to create a learning guide

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 46
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
46
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

that facilitates more efficient and accessible learning of English competencies for

students.

English Learning Competency

Students commonly encounter challenges in learning English, except for those

attending English-speaking classes or receiving instruction from their parents. Despite the

widespread use of the English language both inside and outside the classroom, learners

still face difficulties in the learning process. Therefore, students need to be educated

about strategies that can aid them in comprehending word meanings.

To address learners' grammatical errors effectively, teachers can implement

reinforcement strategies. Engaging students in activities that involve their grammatical

errors helps prepare them for more advanced lessons. It is crucial that teachers adopt

corrective strategies that are not perceived as threatening but rather as motivating for the

learners. Exposure to the English language through complete sentences can be facilitated

by teachers, along with providing various needs assessments for macro skills (Listening,

Speaking, Reading, and Writing). Additionally, teachers can design exercises that

highlight the distinctions between verb tenses, such as perfect tenses, as learners tend to

overgeneralize the functions of these tenses (Sumalinog, 2018). This study aims to

introduce innovative strategies and ideas benefiting both teachers and students in the

realm of teaching and learning English competencies.

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 47
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
47
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

Dussling (2016) emphasized that students' English language competencies within

academic settings require a communicative application grounded in social, cultural, and

economic contexts. Moreover, learners from various socioeconomic status levels may

rely more on parental language learning support, particularly when compared to native

English language learners (Garcia & Jensen, 2006, cited by Dussling, 2016). It is crucial

for learners to attain educational achievements applicable to language learning,

considering factors like family income, parental language proficiency, family structure,

among others.

Contrary to the notion that language learning styles significantly impact the

communicative competence of prospective English teachers (Batang, 2013), it is

recommended to enhance experiences in actual school environments for these teachers.

This should complement language learning style development courses for students.

Additionally, research findings indicate that students often grapple with moderate

oral English apprehension in terms of trait, context, audience, and situation. Speech

performance tends to be low in fluency but moderate in grammar, pronunciation, and

self-esteem. Furthermore, there is a correlation between oral English apprehension and

students' speech performance, suggesting that apprehension influences speech

performance. The purpose of this research is to identify the problems leading students to

lack fluency in English.

Schools deal with educational problems during pandemic

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 48
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
48
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

The monograph delves into educational challenges in the United States,

highlighting confusion regarding educational objectives and hasty attempts to address

vaguely understood issues in education with poorly conceived actions. Major educational

problems include the varying perspectives on educational objectives, categorized into

three main groups: 1) what schools are tasked, expected, or called upon to do (goals); 2)

what schools currently do or are utilized for (functions); and 3) what schools ought to do

(aims). Recent demands for schools to serve diverse social purposes alongside traditional

functions, such as teaching fundamental skills, have complicated the understanding of

schools' purposes (Goodlad, J. I., 2019). The study also examines how schools navigated

their functions, goals, and aims during the pandemic to address the sudden shifts in

teaching English competencies.

Furthermore, John (2019) suggests that educators and policymakers should target

reform efforts at specific student populations within a community setting rather than

revamping the entire school system. The focus should be on fostering communication

between principals and teachers, encouraging positive interactions with administrators

and superintendents, adopting diverse instructional modes based on individual and class

needs, and leveraging community resources for educational and cultural enrichment. The

conclusion emphasizes that schools can best fulfill their primary role of developing each

individual's full potential by concentrating on educational functions in a shared school

setting. The pandemic has undeniably brought about significant changes in education,

resulting in learning gaps among students. The success of distance teaching relies on

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 49
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
49
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

access to computers and the internet, which is not universally guaranteed, particularly in

developing countries (Zhang, 2020). Additionally, staff and teachers must be familiar

with online teaching platforms, but many face challenges due to technological issues and

a lack of infrastructure. Some private schools may not fully compensate their staff,

affecting their financial stability. COVID-19 disproportionately impacts poor families, as

many students lack access to necessary equipment at home. The closure of physical

schools and the shift to distance education contribute to reduced learning time, increased

stress, and diminished learning motivation among students (Di Pietro et al., 2020). The

pandemic-induced learning gap is exacerbated by problems like internet connectivity

issues and inadequate access to gadgets, causing some students to experience a two-year

setback in their learning, including English competencies.

Role of the school

The school plays a vital role in individuals' lives by fostering interest and offering

opportunities for personal success. The evolution of our society is paralleled by the

expansion of the new education system, emphasizing that the learning method

significantly shapes one's personality and ability to navigate life circumstances.

The transition from book literacy to experiential learning has brought about

substantial changes in schools. The prevailing belief is that education is crucial for

positive growth, extending beyond a mere pathway to graduation and material success in

life. Schools are pivotal for children, providing a wealth of knowledge, superior higher

education, and guidance for the future (Class, D., 2022). Given the significance of

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 50
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
50
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

English as the universal language, schools must instill in students the importance of

mastering the English language.

Undoubtedly, schools hold a crucial role in shaping an individual's life. They

contribute by imparting knowledge about the world and equipping students with the tools

essential for future success. As a significant time is spent in school, from childhood to

adulthood, it profoundly influences personality development. The impact of school on a

child's growth and development is often deemed more significant than that of the family.

Schools play a pivotal role in overall growth and personality development, with teachers'

interactions shaping each child uniquely (Gomes, 2019). Acting as the first gateway to

open a child's mind, school remains central throughout half of a person's life.

Encouraging students to acquire English skills is crucial for their personality

development. Moreover, proficiency in English is advantageous for students aspiring to

work abroad, facilitating easy communication with people from different countries.

Reading ability enhances academic performance, providing access to the

curriculum and improving language and communication skills (Nord Anglia Education

School, 2017). Broek (2012) stressed the importance of reading and comprehension skills

for academic success and societal engagement. Despite common comprehension issues in

adults, many elementary and secondary school pupils struggle with these skills.

Understanding the components of comprehension and recognizing individual differences

are crucial for developing effective reading comprehension testing methods.

Assessment in Reading

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 51
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Understanding and evaluating reading skills is inherently tied to an educational

context. The saying goes, "While children learn to read, teenagers read to learn"

(Mcloughlin, 2021). Madani (2016) emphasizes assessment as a crucial pedagogical

technique in teaching and learning. It involves various tools and strategies applied in

classrooms to effectively help teachers comprehend their students' skills and needs.

Linden's (2014) research reveals that a short-term (31-day) reading program, providing

age-appropriate material, training instructors, and supporting initial efforts, enhances

students' reading skills by 0.13 standard deviations. Three months later, the effect

remains at 0.06 standard deviations, possibly due to reduced focus on reading. The

curriculum also encourages independent reading at home, but there's no evidence that

improved reading skills translate to higher test scores in other subjects. In line with Habib

Madani, assessment emerges as a crucial tool for teachers to understand their students'

skills, strengths, and weaknesses. This study will utilize assessment methods to

accurately identify learners' reading skills and address persistent issues affecting their

productivity.

Importance of English in education

The English language plays a crucial role in facilitating communication and

serves as the primary language for studying various subjects globally (Spears, L. L.,

2018). This study aims to uncover the challenges students encounter in English

communication, considering its widespread use internationally. As English continues to

grow as an international language, particularly in literature and media, understanding

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 52
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
52
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these challenges becomes essential for comprehending articles and fostering effective

communication skills (Spears, L. L., 2018).

Dr. Alonzo emphasizes the importance of viewing English as a means of

communication rather than a set of facts to be memorized, aligning with the Department

of Education's focus on holistic English language learning in the K to 12 basic education

frameworks (Cabigon, 2016). In the Philippines, English language education often faces

hurdles like low academic performance due to factors such as poverty, insufficient school

facilities, qualified teachers, and limited learning resources (Madrunio et al., 2016). This

study aims to assist teachers in encouraging English language study, especially in the

context of communication.

Additionally, adopting a different perspective on language reveals English not merely as

a disruptive force but as a tool for Filipinos to exercise critical thinking and express

cultural/nationalist ideals. This re-envisioned English, shaped by Filipinos to suit their

needs, awaits institutional and social recognition as a legitimate form of discourse in the

Philippines. Critical linguistics, translated into English language education, focuses on

function and ideology alongside form and meaning. By identifying the challenges

students face, this research aims to pave the way for a method that facilitates teaching

English not just in terms of its meaning but also its function, empowering Filipinos with

an English language that collaborates with them rather than against them (Tupas, 2019).

Relevant idea in learning English Language

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 53
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
53
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
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An increasing number of individuals are investing time in acquiring English as a

second language. Many countries incorporate English into their school curricula,

introducing children to the language at an early age. Whether someone is seeking

employment opportunities or planning global travels, proficiency in English can

significantly contribute to personal and professional advancement. Mastering English

enables individuals to compete in the global job market, enhance their careers, and

connect with people from diverse backgrounds worldwide (British Study Centres, 2022).

Understanding and overcoming the challenges faced in learning English are crucial, as a

lack of English proficiency puts individuals at a disadvantage.

English stands out as the most widely spoken language globally, with nearly

every country using it for communication. It is spoken by nearly half of the world's

population, making it an indispensable language for native and non-native speakers alike.

Additionally, compared to many other languages, English is relatively straightforward to

learn. With only 26 alphabets forming words, and the incorporation of words from

various languages, English emerges as a language of accessibility and adaptability. Its

significance in technology and the internet underscores the need to grasp English, and it

facilitates tourism by fostering better understanding among people. Moreover, English

serves as the predominant language for international meetings (BYJUS, 2022).

Addressing the challenges in learning English is pivotal for individuals to effectively

communicate in diverse countries for work or leisure.

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 54
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
54
Cabanatuan City, Nueva Ecija, Philippines
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As highlighted by Abrejo et al. (2019), language, whether spoken or written, is a

complex phenomenon. In the era of globalization, the demand for teaching and learning

English has surged globally. This growing demand emphasizes the necessity for high-

quality language teaching materials and resources. Recent perspectives on language

learning underscore the importance of communication between users and language

learners. While students exhibit proficiency in language skills like vocabulary, grammar,

and reading, research indicates a deficiency in their speaking skills. To address this,

teachers are encouraged to employ communicative language teaching methodology,

emphasizing the need to identify challenges students face to enhance teaching materials

and methods effectively.

Furthermore, the ubiquity of the English language has made it a crucial element of

societal interaction. It plays a significant role for individuals whose native language is not

English, requiring them to learn, understand, and speak English fluently for social

survival. English serves as a common language for communicating with people from

diverse regions and is studied universally. In various countries, students are compelled to

study and learn English, especially those intending to pursue education in foreign

countries (Adil, 2022). Recognizing the challenges students encounter while learning

English is imperative for improving their communication skills, considering English's

pivotal role as a common language for international communication.

English as a medium of instruction

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 55
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
55
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

English has been an integral part of educational curricula in the Philippines across

various academic programs. Despite significant changes in curricula over time, English

learning remains a vital element in educational frameworks. With the implementation of

K to 12, English is prominently featured in both Junior and Senior High School curricula.

Moreover, it serves as a medium of instruction in subjects like mathematics and science.

Filipinos are recognized as proficient English speakers (Sioco et al., 2018). However, the

widespread use of English as a medium of instruction, particularly from grade 4 to

college, poses challenges for many children who struggle due to limited English

proficiency.

Presently, there is a global surge in the adoption of English Medium Instructions

(EMI) as an educational model in various educational levels. Despite this trend, the

educational implications for the multitude of students affected by this shift are not fully

understood. Top-down policies implementing EMI often overlook the potential

challenges associated with learning a second language (Macaro, 2018). This study aims

to explore the difficulties learners face in English due to its increasing role as a medium

of instruction.

Additionally, the methodology of the First Language Component-Bridging

Program (FLC-BP) emphasizes teaching reading, writing, and math concepts in the first

language. FLC-BP recognizes a child's cultural model of the world as a fundamental

principle, aiding in processing perceptual information, understanding concepts, and

forming new ones. Rather than relying on rote memorization, the program builds upon

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 56
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
56
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

existing knowledge and structures (Pamittan, 2013). Identifying English learning

challenges through this study will contribute to enhancing students' English language

skills, replacing outdated knowledge with new insights.

Consequently, Tagalog-English students demonstrated high proficiency in

speaking and reading, with moderate proficiency in writing. Ilokano-English students

exhibited average abilities in speaking, reading, and writing. However, relying solely on

English as a medium of instruction may not be the most effective approach for learning to

speak and use English successfully, contradicting some existing studies and literature.

This study remains open to various possible outcomes and insights derived from the

research (Pamittan, 2013).

Learning English language

The language learning skills of students encompass listening, speaking, reading,

and writing, each intricately connected and measured through grammar. These skills,

holding equal significance, complement each other as students progress from developing

listening skills to speaking, and from learning to read to mastering writing. A learner is

deemed to possess a well-rounded language competency when these four interpersonal

abilities are integrated (Apolonio, 2021). The primary focus of this study is to understand

how these four interpersonal abilities influence students' acquisition of English

competencies.

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 57
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
57
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

According to Linde (2019), assessing how students excel in class is crucial to

understanding their progression in language learning. As students acquire macro skills

during the language learning process, they may tailor these skills to suit their specific

needs. This suggests that students adapt their learning based on how teachers assess their

requirements. The study aims to ascertain whether students excelling in their classes are

more likely to excel in language learning, particularly in English competencies.

Additionally, amidst fluctuating language policies for basic and tertiary education

in the Philippines, which oscillate between preserving, promoting, and using students'

first and native languages and enhancing English as a Second Language, language

teachers face a dilemma. While language theories advocate teaching content courses in

students' native tongues, the Department of Education's language policy contradicts this.

Furthermore, English language courses focus on structure and form with Standard British

or American English as models, while the native Philippine Variety of English is actually

utilized. Despite many Filipinos growing up speaking English as their first language, the

variety they learn is native. The Philippines also attracts Asians eager to learn English

(EFL), resulting in the dissemination of the Philippine Variety of English rather than the

Inner Circle variety.

Learning and acquiring English demand time, effort, and commitment under

optimal circumstances, going through distinct stages of language acquisition. However,

secondary and high school students, particularly those speaking other languages, often

lack sufficient time. The challenges encountered by these learners in the context of online

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 58
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
58
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

learning can be formidable. Consequently, these learners require effective strategies and

structured guidance (FONEBI, 2022). The study's purpose is to create a learning guide

that facilitates more efficient and accessible learning of English competencies for

students.

English Learning Competency

Students commonly encounter challenges in learning English, except for those

attending English-speaking classes or receiving instruction from their parents. Despite the

widespread use of the English language both inside and outside the classroom, learners

still face difficulties in the learning process. Therefore, students need to be educated

about strategies that can aid them in comprehending word meanings.

To address learners' grammatical errors effectively, teachers can implement

reinforcement strategies. Engaging students in activities that involve their grammatical

errors helps prepare them for more advanced lessons. It is crucial that teachers adopt

corrective strategies that are not perceived as threatening but rather as motivating for the

learners. Exposure to the English language through complete sentences can be facilitated

by teachers, along with providing various needs assessments for macro skills (Listening,

Speaking, Reading, and Writing). Additionally, teachers can design exercises that

highlight the distinctions between verb tenses, such as perfect tenses, as learners tend to

overgeneralize the functions of these tenses (Sumalinog, 2018). This study aims to

introduce innovative strategies and ideas benefiting both teachers and students in the

realm of teaching and learning English competencies.

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 59
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
59
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

Dussling (2016) emphasized that students' English language competencies within

academic settings require a communicative application grounded in social, cultural, and

economic contexts. Moreover, learners from various socioeconomic status levels may

rely more on parental language learning support, particularly when compared to native

English language learners (Garcia & Jensen, 2006, cited by Dussling, 2016). It is crucial

for learners to attain educational achievements applicable to language learning,

considering factors like family income, parental language proficiency, family structure,

among others.

Contrary to the notion that language learning styles significantly impact the

communicative competence of prospective English teachers (Batang, 2013), it is

recommended to enhance experiences in actual school environments for these teachers.

This should complement language learning style development courses for students.

Additionally, research findings indicate that students often grapple with moderate oral

English apprehension in terms of trait, context, audience, and situation. Speech

performance tends to be low in fluency but moderate in grammar, pronunciation, and

self-esteem. Furthermore, there is a correlation between oral English apprehension and

students' speech performance, suggesting that apprehension influences speech

performance. The purpose of this research is to identify the problems leading students to

lack fluency in English.

Schools deal with educational problems during pandemic

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 60
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
60
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

The monograph delves into educational challenges in the United States,

highlighting confusion regarding educational objectives and hasty attempts to address

vaguely understood issues in education with poorly conceived actions. Major educational

problems include the varying perspectives on educational objectives, categorized into

three main groups: 1) what schools are tasked, expected, or called upon to do (goals); 2)

what schools currently do or are utilized for (functions); and 3) what schools ought to do

(aims). Recent demands for schools to serve diverse social purposes alongside traditional

functions, such as teaching fundamental skills, have complicated the understanding of

schools' purposes (Goodlad, J. I., 2019). The study also examines how schools navigated

their functions, goals, and aims during the pandemic to address the sudden shifts in

teaching English competencies.

Furthermore, John (2019) suggests that educators and policymakers should target

reform efforts at specific student populations within a community setting rather than

revamping the entire school system. The focus should be on fostering communication

between principals and teachers, encouraging positive interactions with administrators

and superintendents, adopting diverse instructional modes based on individual and class

needs, and leveraging community resources for educational and cultural enrichment. The

conclusion emphasizes that schools can best fulfill their primary role of developing each

individual's full potential by concentrating on educational functions in a shared school

setting. The pandemic has undeniably brought about significant changes in education,

resulting in learning gaps among students. The success of distance teaching relies on

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 61
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
61
Cabanatuan City, Nueva Ecija, Philippines
ISO 9001:2015 CERTIFIED
TALAVERA OFF – CAMPUS

access to computers and the internet, which is not universally guaranteed, particularly in

developing countries (Zhang, 2020). Additionally, staff and teachers must be familiar

with online teaching platforms, but many face challenges due to technological issues and

a lack of infrastructure. Some private schools may not fully compensate their staff,

affecting their financial stability. COVID-19 disproportionately impacts poor families, as

many students lack access to necessary equipment at home. The closure of physical

schools and the shift to distance education contribute to reduced learning time, increased

stress, and diminished learning motivation among students (Di Pietro et al., 2020). The

pandemic-induced learning gap is exacerbated by problems like internet connectivity

issues and inadequate access to gadgets, causing some students to experience a two-year

setback in their learning, including English competencies.

Role of the school

The school plays a vital role in individuals' lives by fostering interest and offering

opportunities for personal success. The evolution of our society is paralleled by the

expansion of the new education system, emphasizing that the learning method

significantly shapes one's personality and ability to navigate life circumstances.

The transition from book literacy to experiential learning has brought about

substantial changes in schools. The prevailing belief is that education is crucial for

positive growth, extending beyond a mere pathway to graduation and material success in

life. Schools are pivotal for children, providing a wealth of knowledge, superior higher

education, and guidance for the future (Class, D., 2022). Given the significance of

Transforming Communities through Science and Technology www.neust.edu.ph

 Republic of the Philippines 62
NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
62
Cabanatuan City, Nueva Ecija, Philippines
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English as the universal language, schools must instill in students the importance of

mastering the English language.

Positive Effect of Binge watching in Reading Comprehension

In 2019, KB Priya Iyer, G Nishkala, V Priyankha, and R Srilalitha delved into the realm

of binge-watching behavior in their comprehensive paper titled "Analysing Binge-Watching

Behaviour Using Data Mining Techniques," published in Think India Journal 22 (10). Their

research highlighted the growing trend of binge-watching, fueled by advancements in technology

and the accessibility of platforms like Netflix and Prime. The paper discussed the emergence of

the term "binge-watching," where individuals immerse themselves in prolonged viewing sessions,

considering it either a hobby or a daily routine. They explored the pros and cons of binge-

watching and utilized data mining techniques to analyze the percentage of individuals addicted to

this behavior. Notably, their experimental results underscored a higher impact of binge-watching

among people aged 15-27.

In 2018, Hongjin Shim and Ki Joon Kim contributed valuable insights in their study

titled "An exploration of the motivations for binge-watching and the role of individual

differences," published in Computers in Human Behavior 82. Through an online survey involving

785 binge-watchers, they identified motivations such as enjoyment, efficiency, control, and

fandom. The study also examined the moderating effects of sensation seeking and need for

cognition on binge-watching behavior. Their research provided an empirical overview of why

individuals are motivated to engage in binge-watching TV dramas and how certain psychological

traits can amplify this behavior.

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Turning our attention to college students, Swati Panda and Satyendra C Pandey explored

the motivations and outcomes of binge-watching in their 2017 paper titled "Binge watching and

college students: motivations and outcomes," published in Young Consumers 18 (4). The paper

aimed to unravel the various triggers influencing college students to spend significant time binge-

watching, shedding light on the gratifications derived from this phenomenon. As video streaming

platforms like Netflix and Amazon Video transformed viewing habits, the study investigated the

triggers and consequences associated with binge-watching among college students.

Fast-forwarding to 2021, Anahys H Aghababian, Jennifer R Sadler, Elena Jansen, Gita

Thapaliya, Kimberly R Smith, and Susan Carnell addressed the impact of the pandemic on binge-

watching behavior in their paper titled "Binge watching during pandemic: associations with stress

and body weight," published in Nutrients 13 (10). The study investigated the relationships

between pandemic-related stress, binge-watching behaviors, and potential variations in this

relationship based on body weight. As binge-watching became increasingly common, the

researchers explored its potential influence on energy balance and body weight during the unique

conditions created by the pandemic.

Negative Effect of Binge watching in Reading Comprehension

In 2020, Sabine Steins-Loeber, Theresia Reiter, Heike Averbeck, Lydia Harbarth, and

Matthias Brand conducted an insightful study titled "Binge-watching behaviour: the role of

impulsivity and depressive symptoms," published in European Addiction Research 26 (3). This

research, following the surge of online streaming services, aimed to explore the consequences of

binge-watching, considering its potential proximity to behavioral addictions. The study

specifically investigated how depressive symptoms, impulsivity, and their interplay relate to the

outcomes of binge-watching.

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In 2018, Hongjin Shim, Sohye Lim, Eunjean Elizabeth Jung, and Euikyung Shin

contributed valuable insights in their study titled "I hate binge-watching but I can’t help doing it:

The moderating effect of immediate gratification and need for cognition on binge-watching

attitude-behavior relation," published in Telematics and Informatics 35 (7). This comprehensive

study, involving 714 participants, explored the intricate relationship between attitudes toward

binge-watching, the extent of binge-watching behavior, and the moderating influence of viewers'

personality traits, such as immediate gratification and needs for cognition.

Turning back to 2014, Sidneyeve Matrix delved into the changing dynamics of television

consumption in the digital age in the paper titled "The Netflix effect: Teens, binge watching, and

on-demand digital media trends," published in Jeunesse: Young People, Texts, Cultures 6 (1).

Matrix's essay scrutinized the normalization of binge-watching, particularly among teenagers,

driven by the prevalence of on-demand digital media trends, notably exemplified by Netflix. The

exploration encompassed debates and discourses surrounding the impact of an on-demand media

culture, unveiling new modes of televisual engagement within youth culture against the backdrop

of limitless viewing options and instant gratification facilitated by converged media.

The synthesis on this diverse element To bring words to life, effective reading

requires speed and understanding, focus, intellectual curiosity, and vision. It entails

arranging and keeping information obtained from the printed page. Reading provides

wisdom, purpose, and vibrancy, as well as appreciation, happiness, excitement, ambition,

terror, action, and even disease and hunger. With an accuracy range of 70-80% in

multiple-choice questions, comprehension is the crux of reading. When words transform

into meaningful thoughts and ideas, true readers emerge. Comprehension regulation is a

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purposeful practice involving the conscious orchestration of the reading process,

employing predefined tactics to overcome textual difficulties. This strategy goes beyond

basic consuming by giving a framework of expectations as well as techniques for

overcoming obstacles along the reading proces

Reading proficiency is crucial for students to progress in their education and is

often influenced by various factors such as sex, parental education level, and reading at

home. Teachers should employ diverse reading resources and differentiated instruction to

cater to diverse learning styles and understanding levels.

Teaching reading is essential for students' life experiences and fostering social

interaction. Research shows that students with low reading comprehension levels often

face academic setbacks and are less likely to pursue further education. Remedial

programs targeting students with low reading comprehension levels have proven effective

in enhancing their reading performance. However, many proficient readers face

challenges comprehending irrelevant material and rely on memorization.

To address this issue, teachers should focus on shaping minds and reshaping

learning habits within the language realm. Subject-matter teachers can play a pivotal role

in assisting struggling readers to comprehend assignments, thereby fostering their reading

skills. Listening and speaking skills should be integral components of instructional

approaches.

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Educators should incorporate reading comprehension education across various

subjects and provide access to graphic organizers and writing activities. Collaboration

between special education and general education teachers is essential for consistency in

strategies when working with students with learning disabilities.

Chapter III

RESEARCH METHODOLOGY

This chapter detailed and described the methodology and procedures used in this

study. This study was carried out under the following headings: research design, research

locale, study respondents, sample and sampling procedures, data gathering instrument,

construction and administration of instrument, validation of questionnaire study presented

of quantitative type of research through a checklist questionnaire,

The researchers used structured questionnaires to conduct correlation research. A

survey questionnaire was distributed to chosen 2nd year students of the Bachelor of

Elementary Education program at Nueva Ecija University of Science and Technology -

Municipal Government of Talavera.

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Since this study is concerned with the reading comprehension of the second year

BEEd students watching with subtitles into English language in Netflix, the correlation

approach and focus group discussion are the best methodologies to utilize.

Purposive sampling is the survey technique or approach employed in this study, in

which the researchers pick a subset of respondents from a population who are qualified to

participate in this investigation.

Research Locale

The respondents to this study were second -year students enrolled in the Bachelor

Elementary Education program for the Academic Year 2023-2024, who had first hand

knowledge of the new normal education. Nueva Ecija University Science and

Technology Talavera Campus Academic Extended Venue in Cabanatuan City hosted this

study. It runs alongside Talavera National High School, which is located on Diaz Street

in Pag-asa, Talavera Nueva Ecija.

The school opened on June 8, 2010, with 223 students; it was an extension of

NEUST's mother campus. Mr. Jose M. Pancho, finance officer; Mr. Jose DL. Emana,

registrar; Mrs. Wilma S. Bernabe, secretary/clerk; Mrs. Leonora Valdez, record keeper;

Mr. Rommel Castillo, encoder; and security guards and administrative aides, Mr.

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RodelioMaliwat (2008), Mr. Peter Buenaventura, Mrs. Melanie Buenaventura, Mr. Arnel

Balde

An extension campus built in 2008 with the support of Mr. Nerito L. Santos, the

previous Mayor of Talavera. Mr. Santos has seen that there are many promising young

people who want to study but are unable to do so owing to financial constraints. Mr.

Martinez's affection and attention gave the youngsters a new feeling of hope and an

opportunity to accomplish their dreams.

Students are thus referred to as "scholar ng bayan." Furthermore, in recent years,

the job has been passed down to his daughter, Mayor Nerivi Santos Martinez, who will

continue the project until tertiary education in public colleges is free. Bachelor of

Elementary Education, Bachelor of Science in Business Administration, and Bachelor of

Science in Information Technology are among the undergraduate degrees offered by

Nueva Ecija University of Science and Technology Municipal Government of Talavera.

The mentioned institution was chosen so that the researchers could perform the

study and measure the improvement of binge-watching with subtitles in English to the

reading comprehension on Netflix via subtitles in English.

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Figure 2:Map of Nueva Ecija University of Science and Technology Municipal

Government of Talavera

Respondents of the Study

The mentioned institution was chosen. This study focuses on the reading

comprehension of second-year students of Bachelor of Elementary Education (BEEd)

from NEUST-MGT during the academic year 2023-2024 by improving reading

comprehension on watching with subtitles in English on Netflix. The second-year BEEd

students were chosen as the study's respondents because they were the first batch to

experience a virtual class at the start of their first year in college, and thus they are more

inclined to watch Korean drama movie series with subtitles in English on Netflix at home

during pandemic lockdown. so that the researchers could perform the study and measure

the improvement of binge-watching with subtitles in English to the reading

comprehension on Netflix via subtitles in English language.

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The master list of the students was provided by the school registrar 126 students

were enrolled as second year BEEd students. The researchers used purposive sampling in

gathering data.

The total population of the selected year level is one hundred twenty-six (126).

Purposive sampling was utilized by the researchers to select participants for the study.

Sample and Sampling Procedure

The researchers conducted a pre-survey among second-year BEEd students to know the

learners who watch Korean drama. Students who have watched Netflix with English

subtitles for at least two years are required to participate. This is known as deliberate

sampling. Purposive sampling is based on the researcher's opinion. It falls under the

category of non-probability sampling, in which individuals are chosen for inclusion in the

sample based on a number of criteria. One of these requirements may be a key informant

survey, which seeks out persons who are extremely knowledgeable about the research

topic. The researchers thought that by adopting this sample technique, they would be able

to get data from their study that was both reliable and objective.

Data Gathering Procedures

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1.The researchers requested authorization from the administrator of the Nueva Ecija

University of Science and Technology to conduct this study among school participants.

The responders were BEEd 2nd Year College students at NEUST Talavera-Off Campus.

2. The administrator-approved letter application is submitted to NEUST Talavera-Off

Campus, school administration, and teachers. The researchers began conducting the

research survey questionnaire right away.

3. To find out the socio-demographic profile of the participants, the researcher uses the

questionnaire as the first tool.

4. The researchers asked all participants how many days, months or years has it been

since they started to watch Korean drama movie series with subtitles into English

Language to be considered as participants in this study.

6. Since the researchers know they are qualified to participate in this study they answer

the questionnaires given by researchers. . The researchers made sure that all instructions

and components of the questionnaire were understood.

Construction and Administration of the Instruments

To become a better survey questionnaire, the adviser assigned will work together with the

researchers.

1. The researchers created questions aligned with the title and the statement of the

problem.

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2. The instruments that the researchers used were survey questionnaire

3. The content of the questionnaire was checked and validated by the research

adviser.

Validations of Questionnaires

1. After the survey on the socio-demographic profile of the respondents. The researchers

prepared fifty (40) questions via questionnaire which the respondents answer.

2. The consultant's opinions and recommendations were directed towards the final

instrument in order to complete out the conventional form of a questionnaire.

Research Instruments

Creating a suitable instrument is essential for performing a productive research study. To

use and further arrange this research, the researchers employ the following tools:

PART 1 Questionnaire

Data collection refers to the process of gathering information from a sample of

people based on their responses to survey questions. This form of research survey

provides numerous alternatives for participant recruiting, data gathering, and

instrumentation. This sort of sociological research collects data on people's thoughts and

behaviors through statistical or question-based surveys (Check and Schutt, 2012).

The pre-questionnaire was quite helpful in this study because it provided each

participant with a clear starting point. The pre-questionnaire was used to choose Netflix

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subscribers who will watch K-drama shows with English subtitles and participate in the

study.

Profile data include names, gender, age, year level, parents' occupation, Netflix

kind of Subscription, name of Netflix categories (with title and amount of episodes), and

time of day spent watching Netflix.

STATISTICAL TREATMENT OF DATA

The following statistical tools will be utilized to improve the accuracy and

reliability of data interpretations:Spearman rho

Respondent responses were determined using the frequency count, percentage and

distribution

The frequency was utilized in the correlational analysis to categorize the number

of individuals who fit into a specific group. It is a mechanism that displays the number of

times each response was selected by the respondents. The frequency of an occurrence in

statistics is the number of times it occurs..

The researchers specified the percentage of observations that exist for each data

point or collection of data points using percentages. The percentage was calculated to

determine what proportion of the sample corresponds to the given frequency.

The following formula was used by Barrientos Tan (2006) to determine the

numerical value of its item.

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Percentage- This was used to get the proportion of a part of a whole.

Formula:

(value/total value) x100% = Percent of the frequency

Where the:

f = frequency

N = total number of respondents

100= is the constant multiplier

The weighted mean is used to express the degree of answers from respondents.

The extraction formula for the weighted mean is as follows:

Weighted mean- This is an average that has been calculated by assigning various

weights to some of the individual numbers. The weighted mean equals the arithmetic

mean if all weights are identical. It is the average of a set of data. The Weighted mean is

analogous to the arithmetic or sample mean.

Where:

WM = weighted mean

TWF = Total weighted frequency

N = Number of respondents

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Weighted Mean, Scale and Verbal Interpretation in the Questionnaire

The degree of responses of the respondents to the rating scale is categorized as follows:

WEIGHTED MEAN SCALE VERBAL INTERPRETATION

3.25 - 4.00 4 Highly Applied

2.50 - 3.24 3 Moderately Applied

1.75 - 2.49 2 Slightly Applied

1.00 - 1.74 1 No application at all

Ethical Considerations

Voluntary Participation

Voluntary participation is protected as an ethical idea by international law and

numerous scientific principles of behavior. Respondents to this study are free to choose

whether or not to participate without any pressure or compulsion. Every responder has

the option to withdraw from the study at any moment without feeling obligated to do so.

There is no requirement that respondents provide a reason for leaving the study. It is

critical to emphasize to participants that declining to participate has no negative

consequences..

Informed Consent

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All potential responders in this study received and comprehended all of the

information they required to decide whether or not to participate. This section contains

information on the study's benefits, dangers, funding, and institutional approval.

Informed consent information could include the following:

• The research's objective

• The benefits and drawbacks of joining

• The length of the study

• The researcher's and the school's chief administrator's names and contact

information.

Furthermore, the researchers remind the respondents that the information they

supply will be kept private and that they may withdraw from the survey at any moment

for any reason. They can also choose not to participate by contacting researchers or the

school administrator.

Confidentiality

All respondents have a right to privacy, thus researchers must safeguard their

personal information for as long as it is stored or used. Protecting data from unauthorized

access, use, disclosure, alteration, loss, or theft is part of the ethical obligation of

confidentiality. The integrity of the research endeavor and the trusting relationship

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between researchers and respondents are dependent on the confidentiality commitment

being met.

QUESTIONNAIRE

“THE PERCEIVED IMPACT OF BINGE-WATCHING WITH SUBTITLES INTO

ENGLISH LANGUAGE BASIS: IMPROVEMENT OF READING

COMPREHENSION”

Dear students,

We are the students’ researchers from Nueva Ecija University of Science and

Technology. As part of the curriculum we are required to do a survey on “THE

PERCEIVED IMPACT OF BINGE-WATCHING WITH SUBTITLES INTO

ENGLISH LANGUAGE BASIS: IMPROVEMENT OF READING

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COMPREHENSION” This survey contains 20 questions. All the responses given by

you will be kept confidential and used for academic purposes only.

I. Socio-demographics Profile

Name: __________________ (optional)

Sex: Male Female

Age: 21-22 25-26 29 and above

23-24 27-28

Family Monthly Income:

₱1,000-₱5,000 ₱10,000-₱15,000

₱ 5,000-₱10,000 Other (specify): _______

No. of hours of watching Korean drama with English subtitles:

1hour- 2hours

2hours- 3hours Other (specify): ______

II. Questions

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Direction: Answer the questionnaire honestly by checking (√) the

appropriate application by watching Korean drama with subtitles into

English language.

4- Highly Applied

3- Moderately Applied

2- Slightly Applied

1- No Application at All

4 3 2 1
Vocabulary

1. Watching Korean Drama with subtitles into

English language can help me to learn new

words meaning.

2. Using English subtitles while reading

expands my vocabulary.

3. I’ve learned a lot about English language.

4. I have more understanding about the words

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and their synonyms.

5. I pay attention to the new words I discovered

in the English Language subtitles

6. Find it challenging to understand meanings.

7. Find the meanings of the words difficult to

understand.

8. Utilize different words to fulfil my academic

standards.

9. To familiarize myself with the foreign word,

I read it again and again.

10. Employ the new terms and their equivalents

in my writings to prevent repetition of words.

4 3 2 1
Grammar

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1. I am capable of picking up proper grammar

by watching Korean drama with English

language subtitles.

2. Watching Korean drama assists in

enhancing my grammar skills.

3. Watching Korean drama helps me gather

new words and understand its usage.

4. I am writing what I read to practice my

grammar.

5. Pay attention to the proper application of

subject-verb agreement.

6. Am able to correctly use new words that I've

learned from Korean Dramas.

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7. Have trouble coming up with a proper

sentence because of the subtitles I've read.

8. Find it difficult to understand the words'

functions.

9. Have developed the structure of my

statement

10. Understand how to apply subject-verb

agreement correctly.

4 3 2 1
Comprehension

1. Reading subtitles help me in understanding

senytence better.

2. I am able to identify a statement quickly and

easily.

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3. I can quickly identify the meaning delivered

by the subtitles

4. I can easily recognize the difficult words

5. I can quickly summarize what occurred in a

specific Korean dramas episode.

6. I Can comprehend a statement with ease and

speed.

7. I Can reflect on the Korean Dramas I

watched

8. I am able to create plots based on the

storyline of the Korean drama

9. I am able to discuss many possible

interpretations.

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10. I am able to relate ideas and points of

agreement/disagreement.

4 3 2 1
Reading

1. I easily figure out how to pronounce words

correctly.

2. Reading subtitles enables me to quickly pick

up a new words.

3.Watching Korean drama with subtitles into

English language can enhance my basic reading

abilities like fluency and understanding of

sounds in words.

4 I have the ability to read and pronounce the

difficult word correctly.

5. I can quickly pick up a new words by

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reading English subtitles in watching Korean

drama.

I can read the subtitles in a fast manner..

7. I become fast reader.

8. Have an easy time reading the subtitles while

watching.

9. I prefer watching rather than reading

subtitles.

10. Have deficient word recognition skills.

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References

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amidst the Use of Modular Distance Learning Approach in Mindanao State

University Sulu – Senior High School.” Open Access Indonesia Journal of Social

Sciences, vol. 4, no. 2, 25 June 2021, pp. 471–493,

https://doi.org/10.37275/oaijss.v4i2.78. Accessed 26 Aug. 2021.

Akbaşlı, Sait, et al. “The Effect of Reading Comprehension on the Performance in

Science and Mathematics.” Journal of Education and Practice, vol. 7, no. 16,

2016, files.eric.ed.gov/fulltext/EJ1108657.pdf.

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Akubuilo, Francis, et al. “Reading Readiness Deficiency in Children: Causes and Ways

of Improvement.” Online), vol. 6, no. 24, 2015,

files.eric.ed.gov/fulltext/EJ1078814.pdf.

Alm, Antonie. “Language Learning with Netflix: From Extensive to Intra-Formal

Learning.” The EuroCALL Review, vol. 29, no. 1, 20 Apr. 2021, p. 81,

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